Written questions and answers

Written questions allow Members of Parliament to ask government ministers for information on the work, policy and activities of government departments.

Historical written answers can be found in Hansard.

Find the latest written questions and answers for the 2017-19 session below. We welcome your feedback on this service.

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UIN

Unique Identifying Number – Every written question in the House of Commons has a UIN per Parliament. In the House of Lords each written questions has a UIN per parliamentary session.
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Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 19 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, what criteria (a) his Department and the Education and (b) the Skills Funding Agency use to assess the allocation of funding to academy trusts to protect the provision of education.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 19 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, what assessment criteria is used by (a) his Department and (b) the Education and Skills Funding Agency to ascertain whether additional funding to protect the education of children is deemed (a) recoverable and (b) non-recoverable.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 19 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, if he will place in the Library correspondence between his Department, the Education and Skills Funding Agency and the Academies Enterprise Trust on the publication of the turnaround plan agreed with that trust.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 19 June 2019
Department for Education
Commons
T o ask the Secretary of State for Education, what criteria the Education and Skills Funding Agency used to assess the amount of funding required to support the Academies Enterprise Trust.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 19 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, what the annual top slice has been for each school in the Academies Enterprise Trust multi-academy trust (a) in total, (b) for operating costs, (c) for school improvement and (d) for efficiency savings in each year since the trust was founded.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 18 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, what recent estimate he has made of the number of children receiving unregistered alternative education provision.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 18 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, with reference to the letter of 20 May 2019 from the Parliamentary Under-Secretary of State for the School System to the Education Select Committee, how many requests for the publication of multi-academy trust improvement plans his Department has (a) received and (b) agreed; and which improvement plans have been published in (i) full and (ii) part as a result of those requests.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 18 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, where the £930, 000 of non-recoverable funding in 2016-17 and 2017-18 for Academies Enterprise Trust has been allocated.
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 18 June 2019
Department for Education
Commons
To ask the Secretary of State for Education, what the £3.58 million recoverable funding in 2016-17 and 2017-18 allocated to Academies Enterprise Trust has funded.
Q
Asked by Lucy Powell
(Manchester Central)
Asked on: 07 June 2019
Ministry of Housing, Communities and Local Government
Buildings: Insulation
Commons
To ask the Secretary of State for Housing, Communities and Local Government, how many letters his Department is planning to send regarding the ACM Cladding fund; and if he will publish the (a) names of the residential buildings and (b) constituencies in which those buildings are located that his Department is sending such letters to.
A
Answered by: Kit Malthouse
Answered on: 17 June 2019

We have now written to all building owners eligible for the private sector remediation fund. We are not publishing details which could identify buildings because of the risk to public safety.

Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 11 June 2019
Department for Education
Children: Day Care
Commons
To ask the Secretary of State for Education, what estimate his Department has made of the number of private voluntary and independent childcare settings in each local authority area.
A
Answered by: Nadhim Zahawi
Answered on: 17 June 2019

This is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member for Manchester Central and a copy of her reply will be placed in the Libraries of both Houses.

Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 11 June 2019
Department for Education
Academies: Finance
Commons
To ask the Secretary of State for Education, if he will list for each multi-academy trust that has had deficit funding approved (a) the amount of funding approved, (b) whether it is linked to a financial turnaround plan, (c) the period it covers, (d) the date on which it was approved by the Education and Skills Funding Agency or the Department and (e) the amount that is recoverable and non-recoverable in each case.
A
Answered by: Nadhim Zahawi
Answered on: 17 June 2019

Academy trusts have primary responsibility for their own financial affairs and where the Education and Skills Funding Agency intervene, we work with each trust to put in place a recovery process that underpins education provision with strong financial management and oversight. This can include the provision of deficit funding, issuing a financial notice to improve or, in the most serious cases, termination of the Funding Agreement.

Where we have provided deficit funding as part of this process, this information is reflected in trusts’ accounts. Attached is a document setting out deficit funding information for the most recent year available, financial year 2017-18. The department records deficit funding by the academy that funding is associated with and this is also reflected in the attached document.

As of March 2018, the total number of academies for which deficit funding was agreed in financial year 2017-18, reflects less than 1% of all open academies, and less than 0.2% of the total funding allocated to academies for the 2017-18 academic year.

263155_table (PDF Document, 165.68 KB)
Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 07 June 2019
Ministry of Housing, Communities and Local Government
Buildings: Insulation
Commons
To ask the Secretary of State for Housing, Communities and Local Government, on what date his Department plans to write to building owners eligible for the aluminium composite material cladding fund.
A
Answered by: Kit Malthouse
Answered on: 12 June 2019

On 17 May 2019, we sent letters to all building owners eligible for the private sector remediation fund. We will continue to engage with building owners, managing agents, developers, local authorities and others to establish the fund.

Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 07 June 2019
Ministry of Housing, Communities and Local Government
Buildings: Insulation
Commons
To ask the Secretary of State for Housing, Communities and Local Government, what criteria his Department is using to determine whether building owners should be sent a letter regarding the aluminium composite material Cladding Fund.
A
Answered by: Kit Malthouse
Answered on: 12 June 2019

The fund will include all high-rise (over 18 metres) residential private sector buildings with unsafe Aluminium Composite Material (ACM) cladding, except where a warranty claim has been accepted.

Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 07 June 2019
Ministry of Housing, Communities and Local Government
Buildings: Insulation
Commons
To ask the Secretary of State for Housing, Communities and Local Government, what the timescale is for (a) the testing regime for non-aluminium composite material cladding to be completed and (b) publishing the results from the testing regime for non-aluminium composite material cladding.
A
Answered by: Kit Malthouse
Answered on: 12 June 2019

I refer the Rt Hon Member to the written ministerial statement HCWS1533 made on 1 May 2019.

Q
Asked by Lucy Powell
(Manchester Central)
[N]
Close

Named Day

'Named day' questions only occur in the House of Commons. The MP tabling the question specifies the date on which they should receive an answer. MPs may not table more than five named day questions on a single day.

Asked on: 07 June 2019
Ministry of Housing, Communities and Local Government
Buildings: Insulation
Commons
To ask the Secretary of State for Housing, Communities and Local Government, what steps his Department plans to take in cases where building owners eligible for the aluminium composite material Cladding Fund do not apply within three months of being written to.
A
Answered by: Kit Malthouse
Answered on: 12 June 2019

We are engaging with all relevant building owners to encourage swift applications. We are backing local authorities to take enforcement action where building owners are refusing to remediate high-rise buildings with unsafe cladding, including by establishing a Joint Inspection Team to support local authorities and give them the confidence to pursue enforcement action.

Q
Asked by Lucy Powell
(Manchester Central)
Asked on: 03 June 2019
Department for Education
Mathematics: Education
Commons
To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
A
Answered by: Nick Gibb
Answered on: 11 June 2019

The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised.

The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.

Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].

For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.

[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.

[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.

[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.

[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.

259236_259237_259238_259239_pdf (PDF Document, 171.6 KB)
Grouped Questions: 259237 | 259238 | 259239
Q
Asked by Lucy Powell
(Manchester Central)
Asked on: 03 June 2019
Department for Education
Mathematics: Education
Commons
To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment points from 0 to 3; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
A
Answered by: Nick Gibb
Answered on: 11 June 2019

The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised.

The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.

Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].

For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.

[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.

[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.

[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.

[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.

259236_259237_259238_259239_pdf (PDF Document, 171.6 KB)
Grouped Questions: 259236 | 259238 | 259239
Q
Asked by Lucy Powell
(Manchester Central)
Asked on: 03 June 2019
Department for Education
Mathematics: Education
Commons
To ask the Secretary of State for Education, pursuant to the Answers of 14 May 2019 to Question 251405 and Question 251401, if he will publish that data by (a) GCSE or international GCSE qualification at (i) grade 2/E, (ii) grade F, (iii) grade 1/G and (iv) grade fail and (b) any other qualification at (v) level 1 qualification, (vi) entry level and (vii) fail in 2017-18.
A
Answered by: Nick Gibb
Answered on: 11 June 2019

The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised.

The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.

Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].

For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.

[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.

[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.

[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.

[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.

259236_259237_259238_259239_pdf (PDF Document, 171.6 KB)
Grouped Questions: 259236 | 259237 | 259239
Q
Asked by Lucy Powell
(Manchester Central)
Asked on: 03 June 2019
Department for Education
Mathematics: Education
Commons
To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405 and Question 251401 on Mathematics: Education, for that data for the year 2016-2017.
A
Answered by: Nick Gibb
Answered on: 11 June 2019

The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised.

The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.

Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].

For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.

[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.

[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.

[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.

[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.

259236_259237_259238_259239_pdf (PDF Document, 171.6 KB)
Grouped Questions: 259236 | 259237 | 259238
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